What makes for good societies and good lives in a global world? In this landmark work of political and ethical philosophy, Omedi Ochieng offers a radical reassessment of a millennia-old question. He does so by offering a stringent critique of both North Atlantic and African philosophical traditions, which he argues unfold visions of the good life that are characterized by idealism, moralism, and parochialism. But rather than simply opposing these flawed visions of the good life with his own set of alternative prescriptions, Ochieng argues that it is critically important to step back and understand the stakes of the question. Those stakes, he suggests, are to be found only through a social ontology – a comprehensive and in-depth account of the political, economic, and cultural structures that mark the boundaries and limits of life in the twenty-first century. It is only in light of this social ontology that Ochieng then proffers an alternative normative account of the good society and the good life – which he spells out as emergent from ecological embeddedness; social entanglement; embodied encounter; and aesthetic engenderment. At once sweeping and rigorous, incisive and subtle, original and revisionary, this book does more than just appeal to intellectuals and scholars across the humanities and social sciences – rather, it opens up the academic disciplines to a whole new landscape of exploration into the biggest and most pressing questions animating the human experience.

This agenda setting text explores a broad range of value perspectives and their impact on and contribution to social work thinking on ethics. Including new perspectives, such as Islam, and drawing on international contributors, this is essential reading for all social work students studying ethics and values.

Focusing on Christianity's core practices, a leading theologian imagines Christianity as a way of life oriented toward wisdom A Seminary Coop Notable Book of 2023 In this book, Kevin W. Hector argues that we can understand Christianity as a set of practices designed to transform one's way of perceiving and being in the world. Hector examines practices that reorient us to God (imitation, corporate singing, eating together, friendship, and likemindedness), that transform our way of being in the world (prayer, wonder, laughter, lament, and vocation), and that reshape our way of being with others (benevolence, looking for the image of God in others, forgiveness, and activism). Taken together, the aim of these practices is to transform one's way of perceiving and acting in the face of success and failure, risk and loss, guilt and shame, love, and loss of control. These transformations can add up to a transformation of one's very self. To make sense of Christianity as a way of life, in turn, these practices must be understood within the context of Christian beliefs about sin, Jesus, redemption, and eternal life. Understanding them thus requires a systematic theology, which Hector offers in this clear-eyed, ambitious, and elegant interpretation of the Christian tradition.

In this new thought-provoking and deeply honest book, Unitarian-Universalist pastor Schuler traces the roots of people's unhappiness back to their refusal to confront the long-term consequences of immoderate choices.

This book is aimed at analyzing the foundations of medical ethics by considering different moral theories and their implications for judgments in clinical practice and policy-making. It provides a review of the major types of ethical theory that can be applied to medical and bioethical issues concerning reproductive genetics. In response to the debate on the most adequate ethical doctrine to guide biomedical decisions, this book formulates views that capture the best elements in each, bearing in mind their differences and taking into account the specific character of medicine. No historically influential position in ethics is by itself adequate to be applied to reproductive decisions. Thus, this book attempts to offer a pluralistic approach to biomedical research and medical practice. One usually claims that there are some basic principles (non-maleficence, beneficence, confidentiality, autonomy, and justice) which constitute the foundations of bioethics and medical ethics. Yet these principles conflict with each other and one needs some criteria to solve these conflicts and to specify the scope of application of these principles. Exploring miscellaneous ethical approaches as introduced to biomedicine, particularly to reproductive genetics, the book shall elucidate their different assumptions concerning human nature and the relations between healthcare providers, recipients, and other affected parties (e.g. progeny, relatives, other patients, society). The book attempts to answer the question of whether the tension between these ethical doctrines generates conflict in the field of biomedicine or if these competing approaches could in some way complement each other. In this respect, lecturers and researchers in bioethics would be interested in this reading this book.

This open access book is the first of a two-volume series focusing on how people are being enabled or constrained to live well in today’s world, and how to bring into reality a world worth living in for all. The chapters offer unique narratives drawing on the perspectives of diverse groups such as: asylum-seeking and refugee youth in Australia, Finland, Norway and Scotland; young climate activists in Finland; Australian Aboriginal students, parents and community members; families of children who tube feed in Australia; and international research students in Sweden. The chapters reveal not just that different groups have different ideas about a world worth living in, but also show that, through their collaborative research initiative, the authors and their research participants were bringing worlds like these into being. The volume extends an invitation to readers and researchers in education and the social sciences to consider ways to foster education that realises transformed selves and transformed worlds: the good for each person, the good for humankind, and the good for the community of life on the planet. The book also includes theoretical chapters providing the background and rationale behind the notion of education as initiating people into ‘living well in a world worth living in'. An introductory chapter discusses the origins of the concept and the phrase.

To what degree is technology in the form of products and processes capable of contributing human enhancement and wellbeing? In cases where the impact of a technology on society is not only very negligible but overall negative and harmful, what is technology good for? To answer these questions, Spence develops and applies a normative model based on rationalist and virtue ethics as well as stoic philosophy. Its primary purpose is to determine the essential conditions that any normative theory that seeks to assess the impact of technology on wellbeing must adequately address in order to be able to account for, explain and evaluate what contribution, if any, technology is capable of making to the attainment and enhancement of human wellbeing. Through developing this model, Spence offers a novel and important examination of the benefit of technology to our society as a whole.

In recent years, virtue theories have enjoyed a renaissance of interest among general and medical ethicists. This book offers a virtue-based ethic for medicine, the health professions, and health care. Beginning with a historical account of the concept of virtue, the authors construct a theory of the place of the virtues in medical practice. Their theory is grounded in the nature and ends of medicine as a special kind of human activity. The concepts of virtue, the virtues, and the virtuous physician are examined along with the place of the virtues of trust, compassion, prudence, justice, courage, temperance, and effacement of self-interest in medicine. The authors discuss the relationship between and among principles, rules, virtues, and the philosophy of medicine. They also address the difference virtue-based ethics makes in confronting such practical problems as care of the poor, research with human subjects, and the conduct of the healing relationship. This book with the author's previous volumes, A Philosophical Basis of Medical Practice and For the Patient's Good, are part of their continuing project of developing a coherent moral philosophy of medicine.

Addressing plastics can feel overwhelming. Guilt, shame, anger, hurt, fear, dismissiveness, and despair abound. Beyond Straw Men moves beyond “hot take” or straw man fallacies by illustrating how affective counterpublics mobilized around plastics reveal broader stories about environmental justice and social change. Inspired by on- and offline organizing in the Global South and the Global South of the North, Phaedra C. Pezzullo engages public controversies and policies through analysis of hashtag activism, campaign materials, and podcast interviews with headline-making advocates in Bangladesh, Kenya, the United States, and Vietnam. She argues that plastics have become an articulator of crisis and an entry point into the contested environmental politics of carbon-heavy masculinity, carceral policies, planetary fatalism, eco-ableism, greenwashing, marine life endangerment, pollution colonialism, and waste imperialism. Attuned to plastic attachments, Beyond Straw Men illustrates how everyday people resist unsustainable patterns of the plastics-industrial complex through imperfect but impactful networked cultures of care.

Dilemmas surrounding the role for religious beliefs and experiences permeate the school lives of teachers and teacher educators. Inspired by the need for teachers and students to more fully understand such dilemmas, this book examines the relationship between religion and teaching/learning in a democratic society. Written for pre-service and in-service teachers, it will engage readers in thinking about how their own religious backgrounds affect their teaching; how students’ religious backgrounds influence their learning; how common experiences of school and classroom life privilege some religions at the expense of others; and how students can better understand diverse religious beliefs and interact with people from other backgrounds. The focus is specifically on classroom issues related to religious understandings and experiences of teachers and students, and the implications of those for developing democratic citizens. Grounded in both research and personal experience, each chapter provides thought-provoking evidence related to the role of religion in schools and society and asks readers to consider the consequences of varied ways of responding to the dilemmas posed.